2026 ASEE Annual Conference & Exposition

Many distractions (e.g., computer, phone, food) can pull students' focus away during lecture courses. Can simple, passive interventions bring the focus back to the classroom? In a junior-level fluid mechanics course, the impact of the use of fidget toys on student distraction was evaluated. The intervention was implemented in the fall 2025 semester to a class of 37 students in the civil and environmental engineering department at a land grant university. No intervention was provided before Test 1, fidget toys (spinners, twisters, or wacky tracks) were distributed to all students during class sessions before Test 2, and fidget toys were available to all students who wanted them before Test 3. At three segments during the semester (before Test 1, before Test 2, and before Test 3), three class sessions were observed for student distraction and focus. Each student was observed three times during the class period and assigned a focus-code score. An optional survey will be distributed at the end of the semester and will assess students’ perception of their distraction in class. Data collection is in progress. Results and practical lessons learned will be reported.